近三年我國大專院校學生社團幹部社團參與之自我成長經驗及其高自我成長經驗影響因素之探討

為了解台灣地區大專校院學生在參與社團活動後，其自我成長感受方面的認知態度究竟如何，以及尋找有助高自我成長經驗的影響因素，本研究以國內大專校院學生社團幹部最具指標意義的一般與績優兩大族群為對象（合計1,838人），根據三年（2005-2007年）的問卷調查，進行探索性研究，問卷共有四種，包括自我成長經驗問卷、本位能力問卷、領導能力問卷及社團發展影響事項問卷，均採Likert 五點量尺，進行以平均數差異檢定及逐步邏輯斯迴歸分析。研究結果發現，台灣大專校院無論一般社團幹部或績優社團幹部，其社團參與之正向自我成長經驗，三年來都一致地獲得相當高程度的肯定，尤其在提昇待人接物、提升辦事能力方面更是獲得最高的認同，對於參與社團活動可能帶來的有礙課業與時間管理之負面影響，社團幹部學生則普遍地認為較沒這方面的顧慮。根據邏輯斯迴歸分析發現，左右他們社團參與後能否產生高自我成長經驗背後最重要的因素是社團幹部人際互動方面的領導與溝通能力，其次是學校的規劃與措施，以及社團幹部美工團康的能力。社團幹部所屬社團若為學生會、活動中心或系科學會，其在產生高自我成長經驗方面則不如一般類社團，頗值得檢討；社團的績優與否以及師長的引導與否都未能讓學生社團幹部產生更多的高自我成長經驗，透露社團發展深層的隱憂。本研究根據結果加以討論，並提出相關建議。

關鍵字

自我成長經驗；本位能力；領導能力；社團發展；社團幹部；績優社團

並列摘要

In order to realize the self-growth experiences for Taiwan college student cadres after participating in student organizations in the new era, and to find out the influential factors to the high self-growth experiences, the current explorative study proceeded three-year (2005-2007) questionnaire surveys on two indicative cadre groups. One was composed of 814 ordinary cadres, who were joining annual nationwide seminars sponsored by Ministry of Education (MOE), and another was made of 1024 extraordinary cadres, who were joining the nation-wide student organization evaluation campaigns which also sponsored by MOE. There are four kinds of questionnaires, including questionnaire of self-growing experiences, of required capabilities, of leadership capabilities, and of the development of student organizations, which were all in Likert five-point scales. Discussions were mainly based on means difference tests and stepwise logistic regression analysis. Results showed that for either cadre group and consistently across three years, cadres had high level of positive self-growth experiences, and had very low level of negative self-growth experiences. Logistic regression analysis revealed that the most influential factors to cadres’ self-growth experiences were their capabilities about relationship-oriented leadership, and interpersonal communications. Schools’ planning and measures and cadres’ capabilities about arts and group amusement were also influential. High self-growth experiences were much less frequently acquired for cadres of student organizations in departments and for cadres of student activity centers than for cadres of general student organizations. Extraordinary cadres’ high self-growth experiences were not more likely than ordinary cadres, and school teachers’ guidance were no help in facilitating cadres acquiring more high self-growth experiences, implying some problems in college culture. Results were discussed, and suggestions for Taiwan student affairs policies were provided.